Comments on: Extreme Learning Toolbox http://edubuzz.org/blogs/donsblog/2007/03/28/extreme-learning-toolbox/ "We learn from our experience.....if we reflect upon our experience" John Dewey Wed, 03 Dec 2008 19:38:33 +0000 http://wordpress.org/?v=2.5.1 By: Kenneth McLaughlin http://edubuzz.org/blogs/donsblog/2007/03/28/extreme-learning-toolbox/#comment-7613 Kenneth McLaughlin Thu, 29 Mar 2007 20:00:52 +0000 http://edubuzz.org/blogs/donsblog/2007/03/28/extreme-learning-toolbox/#comment-7613 Perhaps you might return to <a href="http://en.wikipedia.org/wiki/Extreme_programming" rel="nofollow">Extreme Programming</a> and the concept of <a href="http://en.wikipedia.org/wiki/Agile_software_development" rel="nofollow">Agile software development</a> to redesign your plan. I would suggest that the 4 capacities should be integrated from the beginning to the end of a project. Just like agile software development the XL project should have small increments that require deliverables that have been analysed, designed, implemented, evaluated and released. I'm also wondering if the concept of <a href="http://en.wikipedia.org/wiki/Learning_Objects" rel="nofollow">learning object</a> might be included in your XL project model. I'm thinking about this in relation to the way young people on <a href="http://www.bebo.com" rel="nofollow">Bebo</a> and <a href="http://www.myspace.com" rel="nofollow">MySpace</a> select video, music and photo objects to include on their site. Very few of them create these objects from scratch they select them from a source. It then results in the community of friends’ commenting/discussing these objects to produce new ideas from the starting point of the object. Keep up the good work... Perhaps you might return to Extreme Programming and the concept of Agile software development to redesign your plan. I would suggest that the 4 capacities should be integrated from the beginning to the end of a project. Just like agile software development the XL project should have small increments that require deliverables that have been analysed, designed, implemented, evaluated and released.

I’m also wondering if the concept of learning object might be included in your XL project model. I’m thinking about this in relation to the way young people on Bebo and MySpace select video, music and photo objects to include on their site. Very few of them create these objects from scratch they select them from a source. It then results in the community of friends’ commenting/discussing these objects to produce new ideas from the starting point of the object.

Keep up the good work…

]]> By: David’s Exc-el Blog » Blog Archive » http://edubuzz.org/blogs/donsblog/2007/03/28/extreme-learning-toolbox/#comment-7605 David’s Exc-el Blog » Blog Archive » Thu, 29 Mar 2007 11:47:35 +0000 http://edubuzz.org/blogs/donsblog/2007/03/28/extreme-learning-toolbox/#comment-7605 [...] Yesterday’s thoughts on Extreme Learning, where we talked about using the term “mashup” to describe a form of output material, is supported by Becta’s second volume of its Emerging Technologies for Education paper , out this week. It includes this description of the way that use of social software supports the way young people like to learn. But perhaps more interesting is the fact that (social tools) operate at the intersection of technology, teaching and creativity, which is a need that Sir Ken Robinson, a leading expert on innovation, identified so eloquently at the 2006 TED conference. In this respect, the fundamental pattern of learning and innovation using social tools – find –> remix –> share – seems ideally suited to the way most young people like to discover and make sense of the world around them, which is reason enough for an optimistic view of their likely impact. (from Chapter 1, by Lee Bryant of Headshift, Page 10: Link) [...] [...] Yesterday’s thoughts on Extreme Learning, where we talked about using the term “mashup” to describe a form of output material, is supported by Becta’s second volume of its Emerging Technologies for Education paper , out this week. It includes this description of the way that use of social software supports the way young people like to learn. But perhaps more interesting is the fact that (social tools) operate at the intersection of technology, teaching and creativity, which is a need that Sir Ken Robinson, a leading expert on innovation, identified so eloquently at the 2006 TED conference. In this respect, the fundamental pattern of learning and innovation using social tools – find –> remix –> share – seems ideally suited to the way most young people like to discover and make sense of the world around them, which is reason enough for an optimistic view of their likely impact. (from Chapter 1, by Lee Bryant of Headshift, Page 10: Link) [...]

]]> By: Tess http://edubuzz.org/blogs/donsblog/2007/03/28/extreme-learning-toolbox/#comment-7592 Tess Wed, 28 Mar 2007 20:37:07 +0000 http://edubuzz.org/blogs/donsblog/2007/03/28/extreme-learning-toolbox/#comment-7592 I love illustration of thought. Aren’t David’s <b>Mind-Map? /Sketch’s</b> just great! I always make sure I sit next to him during meetings where possible. Tess :) I love illustration of thought. Aren’t David’s Mind-Map? /Sketch’s just great! I always make sure I sit next to him during meetings where possible.

Tess :)

]]>